Dimensions of social learning in teacher education: an exemplary case study

Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ professional development. Research shows the importance of understanding the role and impact of informal social networks on teacher professional development. This paper describes a rich case study of student teachers, in-service teachers and teacher training educators collaborating in networks. Based on the ‘Dimensions of Social Learning (DSL)-Framework’ that includes 4 dimensions and 11 indicators of social learning, the present study observes and facilitates the social configuration of a learning group of primary (student) teachers and their educators. The purpose of the case study is 1) to translate the theoretical DSL-Framework into a form recognized by educational practice, and 2) find social configurations that support roles of (student) teachers in learning networks. The following research questions were formulated: 1) In what way can the DSL-Framework help to bring the group configuration into focus? 2) Which social configuration on dimensions and indicators supports student teachers’ role in a group together with teachers and educators? These questions are answered by video-recordings of group activities, reflective notes, the use of an online learning environment and semi-structured interviews. Data analyses were accompanied by an intervention with the purpose to translate the theoretical DSL-framework to a practice-based tool for evaluating and guiding learning networks. The research findings demonstrate that teacher groups can reflect on the learning group's social configuration by means of compiling an image with the DSL-framework. The resulting image allows teachers to analyse whether their group's configuration fits its learning goals, or that adjustments are required. In this way, professional development within teacher learning groups can be improved. Besides general recommendations for facilitating social learning in teacher groups, the study explicitly searches for ways to optimise student teachers’ role in a group of teacher experts

Organising evidence-informed innovation: the development of a research agenda

Educational innovation often builds on existing practices, and focuses on improvement, rather than a radical change. One current example of educational innovation is Challenge-Based Learning (CBL). At university [blinded] the approach is a curriculum wide implementation of CBL based on a integrated programme that combines implementation of bottom-up innovation projects with research. The result of this research contributes to the translation of CBL to practice, thus helping curriculum designers and teachers in designing and executing their courses. In the process evidence is collected about principles of CBL, learning behaviour, learning outcomes, and didactical aspects of CBL, such as coaching and self-directed learning, assessment, pedagogies, and design of challenges, and facilitating structures. The goal of this paper is to explore the development of a research agenda, which aligns research and practice, and to contribute to evidence for successful CBL implementation as result. The CBL research agenda shows which topics and aspects of CBL are addressed by research and practice, and which are overlooked. It is a systematic way of collecting strategic and practical problems related to CBL implementation, and how these are translated into research questions, methods, and results. The CBL research agenda leads to dialogue, which in turn guides our CBL programme. This integrated programme, including the research agenda is governed by a Taskforce CBL and supported by programme management, and a university wide research community. This approach enables the curriculum wide implementation and research of CBL as a concept for educating engineers of the future and strengthening on-campus education

Organising evidence-informed innovation:The development of a research agenda

Educational innovation often builds on existing practices, and focuses on improvement, rather than a radical change. One current example of educational innovation is Challenge-Based Learning (CBL). At university [blinded] the approach is a curriculum wide implementation of CBL based on a integrated programme that combines implementation of bottom-up innovation projects with research. The result of this research contributes to the translation of CBL to practice, thus helping curriculum designers and teachers in designing and executing their courses. In the process evidence is collected about principles of CBL, learning behaviour, learning outcomes, and didactical aspects of CBL, such as coaching and self-directed The goal of this paper is to explore the development of a research agenda, which aligns research and practice, and to contribute to evidence for successful CBL implementation as result. The CBL research agenda shows which topics and aspects of CBL are addressed by research and practice, and which are overlooked. It is a systematic way of collecting strategic and practical problems related to CBL implementation, and how these are translated into research questions, methods, and results. The CBL research agenda leads to dialogue, which in turn guides our CBL programme. This integrated programme, including the research agenda is governed by a Taskforce CBL and supported by programme management, and a university wide research community. This approach enables the curriculum wide implementation and research of CBL as a concept for educating engineers of the future and strengthening on-campus education.</p

Faciliteren van sociaal leren in de lerarenopleiding

De laatste decennia is er in onderwijspraktijk en onderwijsonderzoek veel aandacht voor sociaal leren van (aanstaande) leraren als een stimulans voor hun professionele ontwikkeling. Bij het nastreven van innovatie in dergelijke lerarengroepen, blijkt faciliteren van belang. In deze studie is onderzocht op welke wijze lerarengroepen gefaciliteerd kunnen worden ter optimalisatie van de professionele ontwikkeling van de groepsleden. Hiervoor is gebruik gemaakt van een eerder ontwikkeld theoretisch kader met 4 dimensies en 11 indicatoren van sociaal leren. Het onderzoek is uitgevoerd in een lerarenopleiding primair onderwijs (pabo) waar groepen van pabodocenten, pabostudenten en leerkrachten primair onderwijs zijn gevolgd gedurende twee jaren in een enkelvoudige en meervoudige casestudie. Data zijn verzameld in de vorm van video/audio-opnames van de werkbijeenkomsten, het beantwoorden van reflectieve vragen, het volgen van de digitale leeromgeving en het uitvoeren van retrospectieve interviews. Op basis van kwalitatieve analyses is op diverse momenten samen met de groepsleden bekeken hoe de sociale configuratie eruit zag, of dit passend was bij de groepsdoelen en welke vervolgstappen wenselijk waren. De in deze studie ontwikkelde interviewleidraad blijkt een bruikbaar kwalitatief instrument in dit faciliteringsproces

Variety in Challenge-Based Learning in higher education

Increasingly higher education programs are made open and flexible to face challenges demanded by societal changes. Challenge-based learning (CBL) is perceived as an educational concept shaping these open and flexible programs. However, CBL as a field of research is still in its infancy. The present study searches for all-embracing commonalities of CBL in engineering education. We propose an evaluative framework that both includes commonalities and allows for variety in CBL characteristics between study components. This framework, labelled CBL-compass, serves as a methodological approach for educational staff and researchers to visualise the local colour of CBL in higher education institutions. With this study we aim to advance the field by contributing to a conceptual basis in flexibility in CBL. Our research question was: How can we assess the variety of CBL implementations in engineering education experiments? This question was answered by an evaluative case study. First, existing literature on CBL was scoped. The characteristics following from this review were perceived as dimensions, each with associated indicators. Empirical data were collected from an evaluation of six CBL experiments. The variety of scores on the CBL-compass gave an impression of how teachers implemented CBL in their course or project and can thus be used as an evaluation mechanism to improve this implementation. Filling in the CBL-compass triggered reflection among teachers about their course and CBL. The added value of the CBL-compass is the attention for, amongst others assessment or teacher skills and support, which are important for the overall quality of study components

Remote labs in higher engineering education:engaging students with active learning pedagogy

In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students’ transfer skills from theory to practice. Our research question, “What impact does an active learning pedagogy have on students’ engagement with a remote lab?“, was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a ‘need-to-know.’ Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities

Toepassing en validering van het 'Dimensies van Sociaal Leren'-raamwerk

Dit paper rapporteert het operationaliseren en valideren van het theoretische raamwerk 'Dimensies van Sociaal Leren'. Het resultaat is een praktijkinstrument waarmee deelnemers aan leernetwerken de door hen ervaren kwaliteit en effectiviteit van het netwerk kunnen beschrijven en waar nodig aanpassen. De operationalisering en validering van het DSL-raamwerk is in stappen uitgewerkt: retrospectieve interviews over de dynamiek van leernetwerken, terugkoppeling in meerdere fasen aan de deelnemende leernetwerken en observatie van de ontwikkeling van leernetwerken. Het resultaat is een vertaling van de indicatoren uit het DSL-raamwerk in 29 door de praktijk als bruikbaar ervaren kijkpunten